The Rise of Individualistic Values, Social Change, Popular Culture, and Depoliticization: Challenge to Music Education

Author(s):  
Wai-Chung Ho
2008 ◽  
Vol 63 (2) ◽  
pp. 197-222 ◽  
Author(s):  
Katherine Mullin

Abstract This essay argues that the complex political resonances of Henry James's The Princess Casamassima (1886) can be further elucidated through closer critical attention to one of its more marginal characters, the shop-girl Millicent Henning. Ebullient, assertive, and, for many early reviewers, the novel's sole redeeming feature, Millicent supplies the novel with far more than local color. Instead, James seizes on a sexual persona already well established within literary naturalism and popular culture alike to explore a rival mode of insurrection to that more obviously offered elsewhere. While the modes of revolution contemplated by Hyacinth Robinson and his comrades in the Sun and Moon public house are revealed to be anachronistic and ineffectual, Millicent's canny manipulation of her sexuality supplies her with an alternative, effective, and unmistakably modern mode of transformation. The novel's portrait of ““revolutionary politics of a hole-and-corner sort”” is thus set against Millicent's brand of quotidian yet inexorable social change.


1975 ◽  
Vol 4 (5) ◽  
pp. 568
Author(s):  
Henry Etzkowitz ◽  
R. Serge Denisoff ◽  
Richard A. Peterson

2020 ◽  
Vol 1 (1) ◽  
pp. 44-65
Author(s):  
Ofelia Garcia ◽  
Angélica Ortega

This article reframes how the making of music by minoritized bilingual Latinxchildren is interrelated to their languaging and their literacies’ performances.Taking a translanguaging approach, musicking/languaging/performing literacies are described here as holistic critical meaning-making processes. Focusing on the process by which students make meaning of texts, and not simply on the output or product of such meaning-making, this article shows how a music education programme based on El Sistema and designed for social change transforms minoritized children’s critical sense of their positions and subjectivities as producers of language and literacies. Through music education, long considered only an enrichment activity from which language minoritized students are often excluded, bilingual Latinx children are able to crack open a vision for themselves and others as competent, dignified, and valid meaning-makers—as performers of complex acts of language and literacies.


2021 ◽  
pp. 104-134
Author(s):  
Alexandra Kertz-Welzel

To transform society and to assess the role music education could play, it is crucial to know how society works. When discussing music education and social change, the mechanism of society and the dynamics of transformation are rarely discussed. Thus, this chapter presents three perspectives on how society can be transformed, namely the sociology of social change, the politics of change, and the utopian power of education. The notion of utopia is present in these three viewpoints, connecting the various perspectives on society’s transformative processes. The last section explicitly raises the issue of the utopian power of education which has often been forgotten in education, even though it is of vital importance.


2021 ◽  
pp. 162-168
Author(s):  
Alexandra Kertz-Welzel

The final chapter summarizes the ideas presented in the previous chapters, highlights important issues, and opens up new perspectives for music education research. It discusses the utopian energy of music education and presents ideas about how to reconceptualize music education in view of social change. It reconnects the concepts developed in the previous chapters with significant notions in utopian studies to highlight the potential of this new music education approach, particularly in view of global crises. This final chapter tries to encourage utopian thinking to refine music education’s societal mission, but without forgetting or marginalizing its artistic and aesthetic dimensions.


2018 ◽  
Vol 40 (2) ◽  
pp. 140-156 ◽  
Author(s):  
Anna-Karin Kuuse

Following a music philosophy debate deriving from the 1990s, this article puts the extra-musical and social outcomes of situated music educational practices at the fore. The Swedish replica of the choir and orchestra school El Sistema, a programme globally asserting social change and social impact, appeared useful for elaborating such outcomes in practice. Following this, the present study aims to empirically elaborate musical agency as an analytical concept to understand children’s experiences, while at the same time discussing musical agency in relation to a social discursive view on practice. A Swedish El Sistema children’s string orchestra was followed for three months and the material for analysis consists of audio recordings and observation notes from lessons, performances and family events, as well as documents surrounding the activities. Constructions of discipline, empowerment and space are revealed as affecting opportunities for musical agency. The study thus elaborates on discursive constraints and opportunities for agency negotiation while discussing social outcomes with and within music education.


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